Sixth National TEMPUS Day - 2009 Ministry of Higher

Education and State of

Scientific Research

How to write a Proposal: The

TEMPUS IV application form
Yasser Elshayeb, PhD

12/07/2021 www.tempus-egypt.com
 Sixth National TEMPUS Day - 2009 Ministry of Higher
Education and State of
Scientific Research

General concepts
 Sixth National TEMPUS Day - 2009
Ministry of Higher
Education and State
of Scientific Research

A Proposal …
RFP Competition Continuous
Learning Process
PI Salesman

Never
Sponsor
give
Customer up
Reviewer
12/07/2021 www.tempus-egypt.com
 Sixth National TEMPUS Day - 2009
Ministry of Higher
Education and State
of Scientific Research

Think about the Review Process

Do reviewers read every word? Time Constraints

What will be accomplished?

Why is it worth accomplishing? Clear Answers
How will the accomplishments be
measured?

Attention Grabbing First Paragraph/Page

12/07/2021 www.tempus-egypt.com
 Sixth National TEMPUS Day - 2009
Ministry of Higher
Education and State
of Scientific Research

Think about the Reviewers

Why reviewers offer their services?
How will How will
your Technical Non Technical your
research project
enhance enhance
your field? Simple/straightforward writing education?
Show enthusiasm

Do NOT fatigue the reviewers

12/07/2021 www.tempus-egypt.com
 Sixth National TEMPUS Day - 2009
Ministry of Higher
Education and State
of Scientific Research

Needs Analysis
Actual Situation
The Problem
Professors/instructors advocate the
potential of the Internet to increase access
to higher education but are not actively
Actual Desired packaging materials/developing content
GAP that can be delivered over the Internet.
Situation Situation

Desired Situation
What is causing the gap? Professors/instructors are equipped with
the skills to package knowledge for
education/training that utilizes the Internet.
How might the gap be closed? Questionnaire, Interviews, etc.
Many gaps will not be solved by training

12/07/2021 www.tempus-egypt.com
 Sixth National TEMPUS Day - 2009
Ministry of Higher
Education and State
of Scientific Research

Needs Analysis  Other Projects

Avoid criticizing others.
Show that you are aware and in
good terms with others.
Funding agencies are interested in
collaboration (why no
collaboration?).
Your work should at least
complement and NOT duplicate
12/07/2021 www.tempus-egypt.com
 Sixth National TEMPUS Day - 2009 Ministry of Higher
Education and State of
Scientific Research

The TEMPUS evaluation process

and the TEMPUS Application Form
 Sixth National TEMPUS Day - 2009
Ministry of Higher
Education and State
of Scientific Research

Academic evaluation
Two independent evaluators grade and comment each application
Evaluators work independently then compare their grades and comments
They use a set of guiding questions to which answers should be provided in the application
 Most of these questions can be found in the application form

If their grades differ by more than 20 points they have to discuss and come to a compatible
grading, the appointed lead expert can act as arbitrator if needed
Maximum grade = 50
The final academic grade is the average of the grades given by each evaluators

Academic evaluators look more particularly at:

Rationale of the project
Description of the project

In principle, only the project proposals which have been given a score of a minimum of
25 points will be considered for the next stage
12/07/2021 www.tempus-egypt.com 9
 Sixth National TEMPUS Day - 2009
Ministry of Higher
Education and State
of Scientific Research

Technical and financial evaluation

Two independent evaluators grade and comment the application
Same procedure as for the academic evaluation
Maximum grade = 50

Technical evaluators look more particularly at:

Design and planning tools
Outcome and activities
Cost effectiveness

An application with a good academic grade can receive a very low technical grade
Having a good and relevant idea is not enough
Applications should demonstrate and convince the evaluators that the necessary and appropriate steps
will be taken to translate the idea into concrete results

In principle, projects having received a total rating of at least 50 points are included in the list of
projects recommended for funding.
12/07/2021 www.tempus-egypt.com 10
 Sixth National TEMPUS Day - 2009
Ministry of Higher
Education and State
of Scientific Research

Eligibility check
Checking of:
original supporting documents against the data in the application
the conformity of supporting documents to templates and
instructions
Verification of the Declaration
Verification of the endorsement letters, they should be:
Verification of the overall eligibility of the consortium
Verification of the individual experts’ CVs 
The experts cannot come from any of the Consortium members and
their profile should corresponds to the expertise outlined in the
application form
12/07/2021 www.tempus-egypt.com 11
 Sixth National TEMPUS Day - 2009
Ministry of Higher
Education and State
of Scientific Research

Consultation and award decision

The European Commission consults:
the Ministries of Education,
the EC Delegations and
the National Tempus Offices in the partner countries

12/07/2021 www.tempus-egypt.com 12
 Sixth National TEMPUS Day - 2009 Ministry of Higher
Education and State of
Scientific Research

The 2009 application form

13
 Sixth National TEMPUS Day - 2009
Ministry of Higher
Education and State
of Scientific Research

Content of the application form

Sections to be completed:
Section I: Declarations
Section II: Basic data on the project
Section III: Project particulars
Section IV: Summary of the project
Section V: Funding requirements
Section VI: Administrative documents
Section VI: Checklist

12/07/2021 www.tempus-egypt.com 14
 Sixth National TEMPUS Day - 2009 Ministry of Higher
Education and State of
Scientific Research

Sections I & II:

Declarations & Basic data

15
 Sixth National TEMPUS Day - 2009
Basis for the eligibility check
Section I:
Declaration on Exclusion and Selection
Criteria
Agreement on Publication
Endorsement Letters
Technical Capacity
Declaration for Qualifying as Public
Body (if applicable)
List of National Member Entities (if
applicable)
Profit and Loss Accounts (if applicable)
Section II:
Basic Data of the Project
List of Partners
12/07/2021 www.tempus-egypt.com
Ministry of Higher
Education and State
of Scientific Research
Weak points
Incomplete reading of indications:
« list of national member entities »
only if the applicant is an association
/ network
country codes: see annex
« list of partners »: only one entry
per institution
Staff of partner institution cannot be
considered as Individual expert
Incoherencies:
Each partner and each individual
expert listed in section II has to be
presented in section III.1b
 Sixth National TEMPUS Day - 2009 Ministry of Higher
Education and State of
Scientific Research

Section III.1. Background

of the project

17
 Sixth National TEMPUS Day - 2009
Ministry of Higher
Education and State
of Scientific Research

III.1.a Partner Country/ies problem and needs analysis

Description of the situation in:
the Partner countries
the Partner institutions / direct beneficiaries
Presentation of the specific problems the project intends
to address and their context
Justification of the project
This section is meant to be
understood (also) by people not
necessarily involved in the
discipline of the project or
familiar with all the issues faced
by the participating countries.
12/07/2021 www.tempus-egypt.com
 Sixth National TEMPUS Day - 2009
Ministry of Higher
Education and State
of Scientific Research

AThefew

tips and ideas 1/2
analysis of the problems and needs of the partner country(ies) should:
 Justify the project
 Demonstrate the very existence of the problem(s) the project intends to address
 Establish a link with the programme’s priorities and background (policies at
national and EU level)
 HE reform, labour market needs, any reform and or legislative framework of the sector
addressed by the project
 Provide facts and figures and or refer to existing studies
 The analysis of the problems and needs of the partner country(ies) supposes
a detailed analysis of the situation of:
 The groups having a stake in the project
 The roles of each of these groups in the project
 The interest of each of these groups for the project
 the capacities each of these groups to contribute to the project
 The potential conflicts between these groups
12/07/2021 www.tempus-egypt.com 19
 Sixth National TEMPUS Day - 2009
Ministry of Higher
Education and State
of Scientific Research

A few tips and ideas 2/2

 The analysis of the partner institutions’ needs should demonstrate the secific needs of
the main stakeholders / target groups (teaching staff, academic staff, students,
decision makers etc.
 This demonstration requires the description of:
 The services, departments, faculties targeted by the project
 Description in terms of number of staff and students infrastructure, language knowldge…

 The existing courses, curricula ; management and decision making procedures, pedagogical
approaches etc.
 The analysis of the partner institutions’ needs requires a real exchange between the
partners
 The analysis of the partner institutions’ needs is a prerequisite for a clear definition
relevant objectives, outcomes and activities

12/07/2021 www.tempus-egypt.com 20
 Sixth National TEMPUS Day - 2009
[simplified] Example
Overall problem:
Groups involved:
Stakes:
Capacities:
12/07/2021 www.tempus-egypt.com
Ministry of Higher
Education and State
of Scientific Research
●
Curricula in economics and finance in the
Universities of [country] outdated
●
Total of X teaching staff: knowledge in the subject area require updating; teaching methods
require modernising
●
Total of X students: lack of appropriate teaching material, lack of opportunities for
internships...
●
Teaching staff: development of competencies and skills...
●
students: better access to labour market
●
Teaching staff: teaching, adequate language knowledge to contribute
●
to the project
Students: target group for the testing of the new courses…
21
 Sixth National TEMPUS Day - 2009
III.1.b Presentation of the consortium
Presentation of each
consortium member and
each individual expert
Specific capacity and
expertise
Previous experience in the
field
Existing cooperation
Justification of the
consortium
12/07/2021 www.tempus-egypt.com
Ministry of Higher
Education and State
of Scientific Research
Weak Points
Missing partners / individual
experts
Lack of concrete information
on the consortium members
specific expertise and
experience
Insufficient information to
demonstrate that the partners
have to capacities to concretely
contribute to the achievement
of the project’s objectives
 Sixth National TEMPUS Day - 2009 Ministry of Higher
Education and State of
Scientific Research

Section III.2. The project

 Sixth National TEMPUS Day - 2009
Ministry of Higher
Education and State
of Scientific Research

A narrative description of the project

objectives Weak points
proposed methodology to achieve Inadequate demonstration of the
these objectives logical link between wider and
description of the expected specific objective
Lack of concrete information on:
outcomes/results
Academic content Accreditation and introduction of

Pedagogical methodology
Involvement of stakeholders
Quality assurance processes
Convergence with EU HE policies
presentation of the activities and
resources needed
new courses/degrees
Content, structure, organisation of
new courses/degrees
Access of all partner country
partners to project outcomes
Adequacy to Bologna process
Contribution of each consortium

12/07/2021 www.tempus-egypt.com
member
 Sixth National TEMPUS Day - 2009
Ministry of Higher
Education and State
of Scientific Research

A few tips and ideas

Translate the identified
problem(s) into general and Wider objective:
specific objectives
Establish priorities between ●
Introduction of a degree in economics and
the objectives according to finances adapted to the labour market needs in
the universities of [country]
the needs of the different
actors involved in the project
Select the objectives which Specific objectives :
are in line with programme
wide priorities and with the
●
Teacher training
national priorities ●

●
development of X new courses and modernisation of X existing courses
Testing of the new curricula with a group of X students
●
Establishment of a Placement Office (service de stages)...
12/07/2021 www.tempus-egypt.com
 Sixth National TEMPUS Day - 2009 Ministry of Higher
Education and State of
Scientific Research

Section III.3. The Logical

Framework Matrix

26
 Sixth National TEMPUS Day - 2009
Ministry of Higher
Education and State
of Scientific Research

Aim and purpose

Give a comprehensive, realistic and
Prerequisite:
coherent image of the project
have a clear idea of:
Facilitate planning, execution and
 the objectives pursued,
evaluation of a project  the way these
The LFM should be used as a dynamic objectives can be
tool achieved,
Has to be updated during implementation  the means necessary
The LFM involves identifying:  the potential obstacles
strategic elements (inputs, outputs,
outcomes, impact) and their causal
relationships,
indicators, and the assumptions or risks
that may influence success and failure

12/07/2021 www.tempus-egypt.com
 Sixth National TEMPUS Day - 2009
Ministry of Higher
Education and State
of Scientific Research

Overview
How indicators will be
Wider Objective Indicators of progress
measured

How indicators will be

Specific Project Objective(s) Indicators of progress
measured
Assumption & risks

Outputs (tangible) and How indicators will be

Outcomes (intangible)
Indicators of progress
measured
Assumption & risks

Activities Inputs Assumption & risks

12/07/2021 www.tempus-egypt.com 28
 Sixth National TEMPUS Day - 2009
Ministry of Higher
Education and State
of Scientific Research

Wider and specific objectives

Wider objective: LFM should answer:
Expected result of the project
Does the LFM provide a good
expressed in terms of
and concise overview of the
consequences
Longer term impact of the project
project?
Is this overview consistent with
Specific objective:
the previous sections?
Expected result of the project
Are the Wider objective and
expressed in terms of results which
will contribute to the achievement specific objective(s) logically
of the overall objective connected?
Initial impact, short term, of the Are the project specific objectives
project clear, measurable and realistic?

12/07/2021 www.tempus-egypt.com
 Sixth National TEMPUS Day - 2009
Outputs and outcomes
Outputs = the products,
capital goods and services
which result from a project
– tangible
Outcome = the likely or
achieved short-term and
medium-term effects of
project's outputs –
intangible
12/07/2021 www.tempus-egypt.com
Ministry of Higher
Education and State
of Scientific Research
LFM should answer:
Are the outcomes/outputs
going to lead to the planned
specific objectives?
Are all outcomes and
outputs quantified?
Are there concrete
dates/deadlines quoted?
 Sixth National TEMPUS Day - 2009
Ministry of Higher
Education and State
of Scientific Research

Activities & inputs

Activities = Actions taken or
LFM Should answer:
work performed through which
means/inputs are mobilised to Are all activities needed to
produce specific outputs achieve concrete outcomes
 Which activities should be carried and outputs?
out, and in what order, to produce
the expected outcomes/outputs? Are all elements coherent
and feasible?
Inputs = financial and human Is the overall working
resources, equipment and method (HOW to do
infrastructure used for the
things) logical and clear?
implementation of the project

12/07/2021 www.tempus-egypt.com
 Sixth National TEMPUS Day - 2009
Ministry of Higher
Education and State
of Scientific Research

Indicators of progress & their measurement

Indicator of progress = Quantitative or qualitative factor or variable that provides a
simple and reliable means to measure achievement, to reflect the changes connected
to an intervention, or to help assess the performance of a project
Indicators must be specific and measurable
Ambitious but realistic targets and deadlines should be defined
Participation of key stakeholders in their definition is important because they are then more likely
to understand and use them for management decision making
How indicators will be measured = Sources and means of verification to check
whether the indicators have been met
Information sources that are effectively available and reliable (Publications, Documents,
Decisions, National / Institutional Statistics, UNESCO Reports etc.)
Methods to collect the information needed to assess the indicators (Monitoring, Market study,
questionnaires, interviews, etc.)
Indicators allow to monitor the progress in the implementation of a project and to
take necessary measures in case of difficulties
12/07/2021 www.tempus-egypt.com 32
 Sixth National TEMPUS Day - 2009
Ministry of Higher
Education and State
of Scientific Research

Assumption and risks

Assumptions = Desired situation
if an assumption is formulated in a negative way it becomes a risk
Risks = External factors outside the control of the project, but which are critical for
the achievement of its objective
Assumptions and risks analysis = elaboration of hypotheses about factors or risks
which could affect the progress or success of the project
The assumptions and risks analysis allows to identify, or to give the means to identify,
the risks that could be faced and to take the necessary measure as early as possible

Guiding questions:
What are the assumptions required for the achievement of the project?
What are the risks which should be taken into account?
What are the possible measures to limit or prevent these risks?
Have these measures been translated in project activities whenever possible?

12/07/2021 www.tempus-egypt.com 33
 Sixth National TEMPUS Day - 2009 Ministry of Higher
Education and State of
Scientific Research

Section III.4. The Work

Plan

34
 Sixth National TEMPUS Day - 2009
What, when and where
One page for each project
year
Starting date and deadline
for each outcome
Location of each activity
12/07/2021 www.tempus-egypt.com
Ministry of Higher
Education and State
of Scientific Research
Weak Points:
Lack of progression
Weak demonstration of the logical
sequencing of activities
Lack of information demonstrating
the rationale of the location of
activities
Overloaded or nearly empty work
plan
Lack of coherence in the wording
of outcomes and activities with
previous and subsequent sections
 Sixth National TEMPUS Day - 2009 Ministry of Higher
Education and State of
Scientific Research

Section III.5. Outcome and

Activity Tables

36
 Sixth National TEMPUS Day - 2009
Ministry of Higher
Education and State
of Scientific Research

General tables
Each of the expected Weak Points:
No clear difference between
outcomes
outcomes and activities
Dissemination Activities not detailed enough
Sustainability Lack of information on measures /
Quality control procedures which could be
implemented to prevent identified
&monitoring risks
Project Management Confusion between “The partner/s
or experts who will carry out the
activity” and “target groups” and “
Lack of details concerning the input

12/07/2021 www.tempus-egypt.com
 Regional/National authorities
Sixth National
UniversitiesTEMPUS Day - 2009
Faculties Ministry of Higher
Education and State
of Scientific Research
People
directly
participatin

III.5.1 Dissemination g in the

project

Content:
Narrative
description of
the
dissemination Neighbouring countries

strategy
Activity
tables

12/07/2021 www.tempus-egypt.com 38
 Sixth National TEMPUS Day - 2009
Ministry of Higher
Education and State
of Scientific Research

Dissemination strategy
the outcome / outputs that
Take care of:
deserve to be disseminated
Dissemination activities
the target groups
should not start too late,
the dissemination tools
possibly at the early stages
which will be used of the project
Varied
Planning should be
Adapted to the identified
progressive and consistent
target groups

12/07/2021 www.tempus-egypt.com
 Sixth National TEMPUS Day - 2009
Ministry of Higher
Education and State
of Scientific Research

Commonly found weak points

Insufficiently developed dissemination strategy
Should allow to share gained experiences, learnt lessons, achieved outcomes, acquired knowledge
developed methodologies,
with clearly identified and quantified target groups,
by means of clearly defined and adapted tools.
Should be sufficiently ambitious to have a concrete impact.
Unconvincing relevance of dissemination activities
Weight the ratio cost / benefit of study visits to the EU
 Consider restitution seminars to enable a larger number of staff and stakeholders to benefit from the
knowledge gained by staff trained in the EU
Assess the potential impact of the publication of guides, manuals…
 Consider presentation, plan the validation of guides and manual by the relevant authorities
Consider a variety of tools
Late start of dissemination related activities
Underestimation of external contributors
Consider the potential added value of involving students, professional organisation, national
authorities in dissemination activities
12/07/2021 www.tempus-egypt.com 40
 Sixth National TEMPUS Day - 2009
Ministry of Higher
Education and State
of Scientific Research

III.5.2 Sustainability
Demonstrate that project
Demonstrate that the outcomes and outputs will be
achievements of the project maintained (developed) by the
will last beyond the duration staff of the partner country
of the Tempus grant. Train institution(s) once the project is
relevant staff in sufficient finished (and the Tempus funds
number, establish structures,
used up)
obtain accreditation…
Propose and implement measures
which will enable
Content: institutional,
Questionnaire financial and
political
Activity tables
sustainability of project outcomes
12/07/2021 www.tempus-egypt.com
and outputs
 Sixth National TEMPUS Day - 2009
Ministry of Higher
Education and State
of Scientific Research

Sustainability at three levels

Institutional sustainability
statutes, decisions, laws,
Human capital,
Physical infrastructures…
 Present and plan the measures necessary to ensure that the project beneficiaries take ownership of the project
Financial sustainability
Budgetary allocation,
Own resources,
Accreditation…
 Present and plan the measures necessary to ensure that the beneficiary institution(s) has the required financial
means to maintain and further develop project outcomes and outputs
Political sustainability
Impact on decision makers,
Initiation of a reflexion / reforme at institutional, regional, national level…
 Present and plan the measures necessary to ensure that the project has an impact beyond the partner country
institutions

12/07/2021 www.tempus-egypt.com 42
 Sixth National TEMPUS Day - 2009
Ministry of Higher
Education and State
of Scientific Research

Commonly found weak points

Late start of sustainability related activities
Potential funding sources should be explored as early as possible
Mechanisms to ensure that cooperation between partners is maintained should be devised and
agreed upon before the end of the project
Lack of involvement of stakeholders
Early involvement of the relevant authorities and target groups (including professional
organisations and students) contributes to their understanding and support
Limited scope of sustainability related activities
Training of staff and stakeholders in sufficient numbers on relevant issues should be provided in
the framework of the project
 Indicate the content of the training and the number of trainees
Opportunities outside the purely academic sphere should be considered (eg. funding sources)
Official recognition / validation of project results should be sought as early as possible (NB:
Tempus projects should have a impact at national level)
Capacity to maintain and further develop structures and equipments once the project ends
should be demonstrated
12/07/2021 www.tempus-egypt.com 43
 Sixth National TEMPUS Day - 2009
III.5.3 Quality control and monitoring
Quality control ‡ monitoring
Quality control: control of the
quality of the project’s outcomes
(academic content of new courses,
management procedures…)
Monitoring: follow up of progress
(activities, development of
outcomes)
Content:
Narrative presentation of
the methodology
Activity tables
12/07/2021 www.tempus-egypt.com
Ministry of Higher
Education and State
of Scientific Research
Lack of clear method to ensure
the control of the quality of the
academic content
Lack of involvement of
students, professional
organisations and persons not
directly involved in the project
Unbalanced participation of
consortium members
Lack of information on
measures to prevent risks
 Sixth National TEMPUS Day - 2009
Content
III.5.4 Management of the project
Demonstrate that there is
a clear management structure,
that roles and responsibilities of
each consortium member are
clearly defined.
Project management related
activities are a means to
implement the project and should
not become more important than
the activities related to the
achievement of project objectives.
Narrative presentation of
the methodology
Activity tables
12/07/2021 www.tempus-egypt.com
Ministry of Higher
Education and State
of Scientific Research
Weak Points:
No decision making procedures
defined
Unbalanced participation of
consortium members
Means to ensure communication
between consortium members
insufficiently described
Excessively high costs
Roles and responsibilities of each
consortium member insufficiently
defined
 Sixth National TEMPUS Day - 2009 Ministry of Higher
Education and State of
Scientific Research

Section IV Summary of
the project

46
 Sixth National TEMPUS Day - 2009 Ministry of Higher
Education and State of
Scientific Research

Section V: Finances

47
 Sixth National TEMPUS Day - 2009
Ministry of Higher
Education and State
of Scientific Research

Finances : frequent weaknesses

Inconsistencies in the figures given in the different sections of the application
mobility costs = € 318,725 in the outcome and activity tables but the total of mobility costs in the financial
tables = € 414,525
 Amounts are checked during the assessment, totals given in the outcome and activity tables and in the budget are
compared.
Improbability / imprecision
15,750 working days for academic staff of the partner countries in the framework of a two year project.
If not otherwise explained / justified “costs for the organisation of the final conference” can be considered
as ineligible because Reception costs are not eligible.
If not explained equipment costs can be considered as excessive or not needed to achieve the project
objectives
 Evaluators do read the applications, in full, they are willing to be convinced but the explanation has to be in the
application.
Incomplete tables (both in sections III and V)
Number of working days and or remuneration rates missing
Table showing the breakdown of the grant between partners empty
Sources of the co-financing not indicated
 When information is missing the only grade evaluators can give is zero.

12/07/2021 www.tempus-egypt.com 48
 Sixth National TEMPUS Day - 2009
Ministry of Higher
Education and State
of Scientific Research

Finances : frequent weaknesses

Expenses accounted under the wrong budget heading
Purchase of books should be under the equipment budget heading and not the
Other costs one.
Language courses if provided by staff employed by a consortium member should be
under staff costs, the same applies for translations.
Ineligible expenses
Eligible costs and ineligible expenses are listed in the call for applications
Eligible costs such as student mobilities can be considered as ineligible if they are
shorter than 2 weeks or longer than 3 months
Ineligible expenses can be deducted from the grant
Deduction of ineligible expenses can lead to the reduction of budget heading such
as staff costs and equipment to ensure that the budget respects the defined
thresholds.
Calculation errors
12/07/2021 www.tempus-egypt.com 49
 Sixth National TEMPUS Day - 2009 Ministry of Higher
Education and State of
Scientific Research

Thank you and Best of

Luck
Yasser Elshayeb

50